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Understanding Sustainable Development of English Vocabulary Acquisition: Evidence from Chinese EFL Learners

Author

Listed:
  • Yuntao Zeng

    (Faculty of Education, The University of Macau, Macau 999078, China)

  • Qiuxia Lu

    (School of International Languages and Cultures, Yunnan University of Finance and Economics, Kunming 650221, China)

  • Matthew P. Wallace

    (Faculty of Arts and Humanities, The University of Macau, Macau 999078, China)

  • Yawei Guo

    (School of Studies in Fundamental Education, South China Normal University, Shanwei 516625, China)

  • Chun-Wai Fan

    (Faculty of Education, The University of Macau, Macau 999078, China)

  • Xiaofei Chen

    (The Institute of Comparative Education, South China Normal University, Guangzhou 510630, China)

Abstract

Vocabulary learning is often seen as an important but also difficult aspect of learning English as a foreign language (EFL). Thus, it is particularly important to promote the sustainable development of vocabulary acquisition. Many features of English words affect the sustainable development of vocabulary acquisition, including frequency, polysemy, word family, part of speech, and word length. The influence of most of these factors on vocabulary acquisition has been extensively explored in previous studies, but the effects of cognateness and lexicalization remain unclear. This is in part due to the measurement tool, the Vocabulary Size Test, which does not include enough cognates and non-lexicalized words to adequately represent the language used in authentic contexts. To better our understanding of the effect of word features in the context of Chinese EFL learners, the present study modified the Vocabulary Size Test by including additional 19 non-lexicalized words and 33 cognates and administered it to 527 Chinese non-English major sophomores. The results revealed that cognateness, frequency, and polysemy were positively correlated with vocabulary acquisition, whereas word length and lexicalization were negatively correlated with acquisition. Further, multiple regression analysis indicated that cognateness, polysemy, and frequency were the largest contributors to acquisition.

Suggested Citation

  • Yuntao Zeng & Qiuxia Lu & Matthew P. Wallace & Yawei Guo & Chun-Wai Fan & Xiaofei Chen, 2022. "Understanding Sustainable Development of English Vocabulary Acquisition: Evidence from Chinese EFL Learners," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6532-:d:825035
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    References listed on IDEAS

    as
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    3. Haomin Zhang & Weicheng Zou, 2020. "Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners," Sustainability, MDPI, vol. 12(4), pages 1-12, February.
    4. Jiying Han & Xiaohui Geng & Qinxiang Wang, 2021. "Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    5. Lee Cronbach, 1951. "Coefficient alpha and the internal structure of tests," Psychometrika, Springer;The Psychometric Society, vol. 16(3), pages 297-334, September.
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